Overview
As Students in the Faculty of Education, Psychology is an important module that will help them to understand well their role as future teachers, so as to help well learners learn how to learn, considering their specificities as individuals or/and group members. This module tries to cover a wide range of psychological aspects.
Students should be able to carry out informed discussions based on the principles and theories of learning.
They should be able to be aware of demonstrating and understanding classroom settings practices related to the above principles and theories.
They should produce in groups or as individuals properly researched long essays of at least 7 pages on relevant topics to be assigned to them by the lecturer, or chosen by the groups or individuals but which must be related to the major topics discussed in the module.
They should make competent oral presentations of the term paper/assignment before colleagues and Lecturer.
They should be able to identify specific areas in the field that encourage practices on the principles and theories discussed in the module and apply them with or without supervision.
They should identify educational problems related to psychology in their areas of community service and work out practical solutions to them based on practical knowledge of psychology.
As far as the content is concerned, the module starts with introducing the students to the meaning, historical development, branches and methods of the Introduction to Psychology, some theoretical paradigms in Psychology (models). In addition, Defense mechanisms, developmental psychology, differential psychology, experimental psychology, cognitive psychology, social psychology, psychopathology or abnormal psychology, psychophysiology and neuropsychology, clinical psychology, educational psychology, learning, motivation, memory, personality, conscious and unconscious, sense and perception, intelligence are the topics to be discussed thoroughly well in this module.
Learning and teaching strategies: Facilitation will encompass lecture presentations (principles and theories), class discussions, oral presentation of group assignments, structured exercises and/or set reading to be worked out. Students will be given summary notes on the major topics covered. They will be informed that it is their duty to add flesh to the summaries given through consultations in the library or the Web (cf. the Bibliography).
Examination papers on the module will go beyond the summary notes, and where necessary, (especially where application of the principles studied are called for) beyond the lectures given in the class.
Assessment strategies: The process requires that assessment should strictly be done in conformity with UTAB internal regulations. In this regard, Continuous Assessment Tests (CATs) is 60%, while the final examination takes 40%.
ASSESSMENT PATTERN
Component Weighting (%)
Continuous Assessment Tests (CATs) : 60
Final exam 40
As Students in the Faculty of Education, Psychology is an important module that will help them to understand well their role as future teachers, so as to help well learners learn how to learn, considering their specificities as individuals or/and group members. This module tries to cover a wide range of psychological aspects.
Students should be able to carry out informed discussions based on the principles and theories of learning.
They should be able to be aware of demonstrating and understanding classroom settings practices related to the above principles and theories.
They should produce in groups or as individuals properly researched long essays of at least 7 pages on relevant topics to be assigned to them by the lecturer, or chosen by the groups or individuals but which must be related to the major topics discussed in the module.
They should make competent oral presentations of the term paper/assignment before colleagues and Lecturer.
They should be able to identify specific areas in the field that encourage practices on the principles and theories discussed in the module and apply them with or without supervision.
They should identify educational problems related to psychology in their areas of community service and work out practical solutions to them based on practical knowledge of psychology.
As far as the content is concerned, the module starts with introducing the students to the meaning, historical development, branches and methods of the Introduction to Psychology, some theoretical paradigms in Psychology (models). In addition, Defense mechanisms, developmental psychology, differential psychology, experimental psychology, cognitive psychology, social psychology, psychopathology or abnormal psychology, psychophysiology and neuropsychology, clinical psychology, educational psychology, learning, motivation, memory, personality, conscious and unconscious, sense and perception, intelligence are the topics to be discussed thoroughly well in this module.
Learning and teaching strategies: Facilitation will encompass lecture presentations (principles and theories), class discussions, oral presentation of group assignments, structured exercises and/or set reading to be worked out. Students will be given summary notes on the major topics covered. They will be informed that it is their duty to add flesh to the summaries given through consultations in the library or the Web (cf. the Bibliography).
Examination papers on the module will go beyond the summary notes, and where necessary, (especially where application of the principles studied are called for) beyond the lectures given in the class.
Assessment strategies: The process requires that assessment should strictly be done in conformity with UTAB internal regulations. In this regard, Continuous Assessment Tests (CATs) is 60%, while the final examination takes 40%.
ASSESSMENT PATTERN
Component Weighting (%)
Continuous Assessment Tests (CATs) : 60
Final exam 40
- Teacher: Anastase MVUYEKURE
IKIBONEZAMVUGO N’IYIGANDIMI BYISUMBUYE BY’IKINYARWANDA
A. INTEGO Z’ISOMO:
- Kwerekana ingingo iyîgantêgo ry’Ikinyarwanda ryibandaho.
- Kugaragaza uturemajambo nteme tw’amagambo y’amoko anyuranye: Izina, ntera n’ikinyazina.
- Kwerekana intêgo y’inshinga itondaguye mu buryo no mu bihe bitandukanye.
- Kwerekana ingingo iyiganteruro ry’Ikinyarwanda ryibandaho
- Gusesengura interuro z’Ikinyarwanda
B. IMBATA Y’ISOMO
0. Intangiriro
IGICE CYA MBERE: IKIBONEZAMVUGO K’IKINYARWANDA
1.1. Amateka y’ikibonezamvugo k’Ikinyarwanda
1.2. Iyogabihe ry’ibitabo byanditswe ku kibonezamvugo
IGICE CYA KABIRI: IYIGANTEGO
2.1. Amoko y’inshinga
2.2. Uburyo n’ibihe by’inshinga
2.3. Uturemajambo nteme tw’inshinga
2.4. Amategeko y’igenamajwi ajyanye n’umusozo–ye
2.5. Izina
2.6. Ntera
2.7. Ikinyazina
IGICE CYA GATATU: IYIGANTERURO
3.1. Isanisha
3.2. Ijambo mu nteruro
3.3. Ibinyamumaro
3.4. Umwanya w’ibinyamumaro mu nteruro
3.5. Ubuganacyuzuzo
3.6. Interuro
IGENAGIHE RY’IMYIGISHIRIZE
Umwigisha azaba hamwe n’abanyeshuri mu isomo imbonankubone mu gihe kingana na 36% by’igihe cyose kigenewe iri somo, naho 64% by’igihe cyose kigenewe iri somo bikaziharirwa n’umunyeshuri mu mirimo itandukanye izamufasha gushakashaka no gucengera kurushaho isomo. Umunyeshuri azajya akora imikoro ku giti ke cyangwa mu itsinda.
UBURYO BW’ISUZUMABUMENYI
- Amasuzuma mbonezanyigisho afite agaciro kangana na 60%: agizwe n’imyitozo yanditse, kumurika ibyasomwe cyangwa kugaragaza ibyagezweho n’ubushakashatsi.
- Isuzuma nsozanyigisho/ry’indunduro ryo rifite agaciro kangana na 40%: rigamije kwerekana ubumenyi rusange umunyeshuri yungutse mu isomo ryose.
- Mu isuzumabumenyi cyangwa umwitozo byanditse, ururimi rwandikwamo (imyandikire yemewe y’Ikinyarwanda) bizagenerwa buri gihe amanota bitewe n’ingano y’umurimo. Amanota nk’aya kandi azagenerwa imivugirwe y’Ikinyarwanda mu gihe umurimo watanzwe uzaba umurikwa.
UBUSHOBOZI FATIZO
Ubumenyi mu mbumbanyigisho yitwa: “Umusogongero ku Kibonezamvugo n’Iyigandimi by’Ikinyarwanda”.
A. INTEGO Z’ISOMO:
- Kwerekana ingingo iyîgantêgo ry’Ikinyarwanda ryibandaho.
- Kugaragaza uturemajambo nteme tw’amagambo y’amoko anyuranye: Izina, ntera n’ikinyazina.
- Kwerekana intêgo y’inshinga itondaguye mu buryo no mu bihe bitandukanye.
- Kwerekana ingingo iyiganteruro ry’Ikinyarwanda ryibandaho
- Gusesengura interuro z’Ikinyarwanda
B. IMBATA Y’ISOMO
0. Intangiriro
IGICE CYA MBERE: IKIBONEZAMVUGO K’IKINYARWANDA
1.1. Amateka y’ikibonezamvugo k’Ikinyarwanda
1.2. Iyogabihe ry’ibitabo byanditswe ku kibonezamvugo
IGICE CYA KABIRI: IYIGANTEGO
2.1. Amoko y’inshinga
2.2. Uburyo n’ibihe by’inshinga
2.3. Uturemajambo nteme tw’inshinga
2.4. Amategeko y’igenamajwi ajyanye n’umusozo–ye
2.5. Izina
2.6. Ntera
2.7. Ikinyazina
IGICE CYA GATATU: IYIGANTERURO
3.1. Isanisha
3.2. Ijambo mu nteruro
3.3. Ibinyamumaro
3.4. Umwanya w’ibinyamumaro mu nteruro
3.5. Ubuganacyuzuzo
3.6. Interuro
IGENAGIHE RY’IMYIGISHIRIZE
Umwigisha azaba hamwe n’abanyeshuri mu isomo imbonankubone mu gihe kingana na 36% by’igihe cyose kigenewe iri somo, naho 64% by’igihe cyose kigenewe iri somo bikaziharirwa n’umunyeshuri mu mirimo itandukanye izamufasha gushakashaka no gucengera kurushaho isomo. Umunyeshuri azajya akora imikoro ku giti ke cyangwa mu itsinda.
UBURYO BW’ISUZUMABUMENYI
- Amasuzuma mbonezanyigisho afite agaciro kangana na 60%: agizwe n’imyitozo yanditse, kumurika ibyasomwe cyangwa kugaragaza ibyagezweho n’ubushakashatsi.
- Isuzuma nsozanyigisho/ry’indunduro ryo rifite agaciro kangana na 40%: rigamije kwerekana ubumenyi rusange umunyeshuri yungutse mu isomo ryose.
- Mu isuzumabumenyi cyangwa umwitozo byanditse, ururimi rwandikwamo (imyandikire yemewe y’Ikinyarwanda) bizagenerwa buri gihe amanota bitewe n’ingano y’umurimo. Amanota nk’aya kandi azagenerwa imivugirwe y’Ikinyarwanda mu gihe umurimo watanzwe uzaba umurikwa.
UBUSHOBOZI FATIZO
Ubumenyi mu mbumbanyigisho yitwa: “Umusogongero ku Kibonezamvugo n’Iyigandimi by’Ikinyarwanda”.
- Teacher: Daniel NDAHIMANA
- Teacher: Sylvestre NGARAMBE
- Teacher: Alphonse NTEZIYAREMYE
This course equips students with advanced English communication skills essential for academic, professional, and interpersonal success. By mastering essay writing, fluent speaking, critical reading, and business communication, students will excel as educators, leaders, and effective communicators in diverse contexts.
- Teacher: Daniel HABIYAMBERE
- Teacher: JONATHAN HATEGEKIMANA
- Teacher: CLEMENT MAHORO
- Teacher: Alphonse NDIZEYE